Learning Module #8: Self Reflection Practice INSTRUCTOR SAYS: Self reflection is the best way to improve you life. To think about your experiences and understanding what you learned and how you could have responded in a different way to improve your relationships and professionalism. Jennifer Hellier, PhD. Colorado Area Health Education Center Program Office Co-HPD@ucdenver.edu

Reflective Practice Reflection is what allows us to learn from our experiences It is an assessment of where we have been and where we want to go next. ~ Kenneth Wolf

Definition ”…a set of abilities and skills, to indicate the taking of a critical stance, an orientation to problem solving, or state of mind.” (Moon,1999)

So, why reflect?

Reflection Helps Learners To: Understand what they already know (individual) Identify what they need to know in order to advance understanding of the subject (contextual) Make sense of new information and feedback in the context of their own experience (relational) Guide choices for further learning (developmental) Have a PARTICIPANT read this slide. INSTRUCTOR: Comment from Boud, Cohen and Walker: “ Reflection is an important human activity in which people recapture their experience, think about it, mull it over and evaluate it. It is this working with experience that is important in learning. ” (1985:19)

Kolb’s Experiential Learning Theory Concrete Experience INSTRUCTOR: The terms in the diagram come from Kolb's Experiential Learning Theory, and in this sequence form the experiential learning cycle. A learner can enter the circle at any point but must follow the stages in sequence and go fully round the cycle. Some theorists and practitioners have proposed different terminology; others have modified the cycle to, they claim. more accurately reflect the process of learning. Penny Henderson, for example, writes of Experiencing/Sharing/Interpreting/Generalising/Applying/Experiencing and these terms may be particularly helpful where group learning is happening. Phil Race has reservations, not only about the above terminology but about learning-cycle models in general: "I maintain that human brains are much more sophisticated than merely to perform sequential operations in any particular order. Our brains work on overlapping areas at once." (see www.lgu.ac.uk/deliberations/eff.learning/happen.html and Race, 1994.) http://www.ace.salford.ac.uk/foundation_degree/course_material/independent_learning/cycle.htm Independent Learning. Education Development Unit. University of Salford "it is common for reflection to be treated as if it were an intellectual exercise - a simple matter of thinking rigorously. However, reflection is not solely a cognitive process; emotions are central to all learning." (1998: 194). Active Experimentation Reflective Observation Abstract Conceptualization

Four Stages of the Learning Cycle Concrete Experience- A new experience or situation is encountered. Or a reinterpretation of existing experience Reflective Observation (of the new experience). Reviewing/reflecting the experience. Are there any inconsistencies between your experience and how you understand it? ( https://www.simplypsychology.org) Have a PARTICIPANT read this slide. INSTRUCTOR: Comment from Boud, Cohen and Walker: “ Reflection is an important human activity in which people recapture their experience, think about it, mull it over and evaluate it. It is this working with experience that is important in learning. ” (1985:19)

Four Stages of the Learning Cycle Abstract Conceptualization: Concluding and learning from the experience. Reflection gives rise to new idea(s) or to modify existing abstract concept. The person learned from the experience ( https://www.simplypsychology.org) Have a PARTICIPANT read this slide. INSTRUCTOR: Comment from Boud, Cohen and Walker: “ Reflection is an important human activity in which people recapture their experience, think about it, mull it over and evaluate it. It is this working with experience that is important in learning. ” (1985:19)

Four Stages of the Learning Cycle Active Experimentation: Planning and trying out what you have learned You apply your ideas(s) to the world around you and see what happens ( https://www.simplypsychology.org) Have a PARTICIPANT read this slide. INSTRUCTOR: Comment from Boud, Cohen and Walker: “ Reflection is an important human activity in which people recapture their experience, think about it, mull it over and evaluate it. It is this working with experience that is important in learning. ” (1985:19)

Taking Stock: What do I know? (individual) The Learning Cycle Taking Stock: What do I know? (individual) INSTRUCTOR: Reads the slide. Give examples from your life for each stage. Reflection: What do I need to know? (contextual) Planning: How can I take my learning further? (developmental) Feedback and Evaluation: How much and how well do I now understand? (relational)

Personal Reflections Strengths? Priorities? Weaknesses? Time management? Motivation? Direction? Strengths? Weaknesses? Identifying Problems? Action Plan? INSTRUCTOR reads the slide. Turn these into questions the participant can use for the ACEP program. Reflection helps learners to: understand what they already know (individual) identify what they need to know in order to advance understanding of the subject (contextual) make sense of new information and feedback in the context of their own experience (relational) guide choices for further learning (developmental)

How to Reflect INSTRUCTOR reads the slide. SAY: When you are reflecting, always think of how you can mature and learn from your experience. How to Reflect

Reflection Involves S-L-O-W-I-N-G down Pause to examine, analyze, inquire about the complexities of life Active choice to pause and examine. This is not a passive process! Cognitive processes -- analysis, synthesis, evaluation Many different forms and functions – many ways to reflect

Reflection: A State of Mind Learning styles show preferences during this activity Not everyone is as reflective – some are more action-oriented Reflection can be encouraged by: Structuring in daily schedule Journaling Realistic assessment gives strength PARTICIPANT reads the slide. INSTRUCTOR: Lead a discussion with the following statements: It is not enough just to do, and neither is it enough just to think. Learning from experience must involve links between the doing and the thinking.

Become a Reflective Learner Establish objectives Recognize current level of performance Plan how to meet targets Use effective time management Use feedback and support Monitor and review progress Critically reflect on own learning

Relevance to Career Path Employers look for self-reflective people with: Skills of analysis Interpersonal skills Intrapersonal skills Self development Critical reflection on performance